Gifted, Creative and Talented at a Glance

In Wisconsin, intelligence is viewed as multifaceted because students think, learn, and create in many different ways. It is now understood that intelligence is not a single entity, but multifaceted and it translates into five areas of identification: general intellectual, specific academic, creativity, leadership, and the visual and performing arts. Because of unique experiences and backgrounds students vary in their exposure and pace of learning, therefore, students should be instructed, participate in varied learning experiences and given opportunities to exhibit their talents through product and performances which expand the development of the students identified as Gifted, Creative and/or Talented.In West Allis-West Milwaukee the majority of identified students will have their academic needs met in the regular classroom because learning is personalized for students within a framework of balanced instruction building upon the notion that “one size does not fit all”. Learning that is appropriate for each child is integrated with school wide initiatives and tier 1 instruction across all grade levels in the regular school day. Within the Enrichment model, learning is further personalized with the Enrichment Specialist to empower the learners and engage them through explicit and implicit choices. The Enrichment Specialist provides instruction that is paced to the learning needs, tailored to the learning preferences and designed around the specific interests of the learners.

Enrichment: Gifted, Creative and Talented Program

Administrative Rule PI 8.01(2)(t)2Each school district shall establish a plan and designate a person to coordinate the gifted and talented program. Gifted and talented pupils shall be identified as required in s. 118.35(1), Stats. This identification shall occur in kindergarten through grade 12 in general intellectual, specific academic, leadership, creativity, and visual and performing arts. A pupil may be identified as gifted or talented in one or more of the categories under s. 118.35(1), Stats. The identification process shall result in a pupil profile based on multiple measures, including but not limited to standardized test data, nominations, rating scales or inventories, products, portfolios, and demonstrated performance. Identification tools shall be appropriate for the specific purpose for which they are being employed. The identification process and tools shall be responsive to factors such as, but not limited to, pupils' economic conditions, race, gender, culture, native language, developmental differences, and identified disabilities as described under subch. V of ch. 115, Stats. The school district board shall provide access, without charge for tuition, to appropriate programming for pupils identified as gifted or talented as required under ss. 118.35(3) and 121.02(1)(t), Stats. The school district board shall provide an opportunity for parental participation in the identification and resultant programming.